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Peters College
Iligan City
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Kriscentti Exar P. Barcelona, MA. Ed. talk about the 21st Century learners.
They live a period of rapid change. They are creative, interactive, media savvy,
multitasker, reflective, critical, communicators, collaborators, technology literate
and has multimodal learning styles.
After that, at 1:30 pm, we went to our respective subject area. Ms. Mitos
Ycong discussed further on Outcomes based Education. It is a learner-centered
approach that focuses on what the learner should be able to know, understand,
and demonstrate focused on what learners actually learn and how well they learn
it.
The characteristics of an OBE curricula are the following:
a. it is objective and outcome driven, where every stated objective and
outcomes can be assessed and evaluated.
b. It is centered around the needs of the students and stakeholders.
c. Every learning outcome is intentional.
Then, she further discuss about the program outcomes, course outcomes
and learning outcomes. Program outcomes consist of abilities to be attained by
students before they graduate, are formulated based on program objectives.
Course outcomes refer to the knowledge, values and skills all learners are
expected to demonstrate at the end of a course. Learning outcomes are
outcomes of a specific lesson supporting the course outcomes.
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Readiness
Standards
(CRS)
means
the
combination
of
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On the second day, Ms. Christine Faith Tablando discussed the Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
Classroom Assessment is an ongoing process of identifying, gathering,
organizing and interpreting quantitative and qualitative information about what
learners know and can do. Teachers should employ classroom assessment
methods that are consistent with curriculum standards. Classroom assessment
also measures the achievement of the students.
There were two types of classroom assessment: formative assessment
and summative assessment. Formative assessment is an assessment as
learning wherein students reflect on their own progress. On the other hand,
summative assessment is a form of assessment that occurs at the end of a
period of learning in order to describe the standard reached by the learner.
Assessment in the classroom is aimed at helping students perform well in
relation to the learning standards. Learning standards comprise content
standards, performance standards, and learning competencies that are outlined
in the curriculum. Content standards identify and set the essential knowledge and
understanding that should be learned. Performance standards describe the
abilities and skills that learners are expected to demonstrate in relation to the
content standards and integration of 21st century skills. Learner competencies
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refer to the knowledge, understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.
Learners are assessed in the classroom through various processes and
measures appropriate to and congruent with learning competencies defined in
the K to 12 curriculum. These are individual collaborative formative assessment
and formative assessment in different parts of the lesson. Individual formative
assessment enables the learner to demonstrate independently what has been
learned or mastered through a range of activities such as check up quizzes and
written exercises. Collaborative formative assessment allows students to support
each others learning. Formative assessment may be integrated in all different
parts of the lesson.
Summative assessment measures the different ways learners use and
apply all relevant knowledge, understanding and skills.
The components of summative assessment has 3 components: Written
work, Performance tasks, and Quarterly Assessment. These 3 components were
the bases for grading students. Written Work component ensures that students
are able to express skills and concepts in written form. These may include long
quizzes and unit or long tests. Performance Task component allows learner to
show what they know and are able to do in diverse ways. Quarterly assessment
measures student learning at the end of the quarter.
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are:
General
Mathematics,
Statistics
and
Probability,
Business
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